Recent Presentations2022
April
American Educational Research Association Annual Meeting
Examining Black STEM Students' Experiences with Collaborative Learning
Priddie, Christen
American Educational Research Association Annual Meeting, San Diego, CA, 2022, April.
Educators continue to examine how to increase Black student representation in Science, Technology, Engineering, and Mathematics (STEM) fields in higher education. There is an increased call to implement collaborative learning in STEM classrooms, but current implementations do not articulate how collaborative learning can be culturally relevant for Black students. Using a critical approach, the purpose of the current study was to establish knowledge of Black STEM studentsâ?? collaborative learning experiences. Results showed that Black STEM students valued the maintenance of their contributions in collaborative learning while placing little value in being recognized for their collaborative contributions. The current study highlighted how STEM educators should center Black STEM studentsâ?? values and experiences while transforming an active learning practices already being implemented.
Full version
Gathering Evidence for an Assessment of Environments That Motivate Teaching Excellence
BrckaLorenz, Allison; Brandon, Josclynn; Hu, Tien-Ling; Priddie, Christen; Nelson-Laird, Thomas F.
American Educational Research Association Annual Meeting, San Diego, CA, 2022, April.
Inequities and discrimination within the systems and structures of higher education prevent faculty from doing and receiving recognition for their best work as educators. The purpose of this study is to present the validation testing and overview of results from a new project designed to help institutions understand the teaching environments in their local context and for researchers to understand teaching environments in higher education. The assessment instrument examined here guides our understanding of faculty needs, motivations, and supports that are necessary for healthy teaching environments and the wellbeing of diverse faculty. Findings from this study add to our knowledge of faculty teaching cultures as well as provide an example of how to collect validity evidence for climate assessment instruments
Full version
WASC Accreditation Resource Conference
Getting Beyond the High-Impact Practice (HIPs) Checklist: Assessing and Designing for Quality and Equity
Jillian Kinzie and Beth Manke
WASC Accreditation Resource Conference, 2022, April.
HIPs, such as undergraduate research, service-learning, and internships, represent experiences associated with student learning and success. Yet, implementation matters more than the label. This session shares findings about HIP participation and quality, including considerations for student subgroups, and discusses institutional efforts, featuring CSU Long Beach, to assess and design more effective and equitable experiences.
Full version
March
NASPA 2022
Using Sense of Belonging Data to Foster Equitable Student Success: New Findings from NSSE
Colleen Lofton, Jillian Kinzie and Allison BrckaLorenz
NASPA 2022, 2022, March.
Sense of belonging influences student persistence and success. NSSE 2020 findings from 521 bachelor's granting colleges and universities show most first-year students feel a sense of belonging, yet notable differences were found for traditionally marginalized subpopulations. In this session, we will provide an overview of findings through an interactive discussion, publicly available data visualization, and examples of how institutions have used their data to assess and impact belongingness. Prepare to identify actions you can take to influence sense of belonging on your campus for marginalized student populations.
Full version
February
First Year Experience Annual Conference
Entering Students and the Pandemic: Campus Responses and Continued Action
Jim Cole and Jillian Kinzie
First Year Experience Annual Conference, 2022, February.
By February 2022, new students who experienced a pandemic disrupted high school will be well into their first college year. How did colleges & universities adapt and how are they continuing to respond to entering student circumstances? This facilitated dialogue session is framed by data about entering students, and then encourages FYE practitioners to share ideas and learn from one another's experiences related to 2021 entering student expectations and needs and institutional practices to support their success. Join us to exchange ideas and contribute to the evolving body of information about pandemic-responsive practices.
Full version
Expectations for engagement? What 1st year students and transfers say
James Cole and Jillian Kinzie
First Year Experience Annual Conference, 2022, February.
Understanding entering student expectations is critical to assure that staff can align appropriate institutional resources for each student. This session will include how the Beginning College Survey of Student Engagement (BCSSE) provides comprehensive information about your entering first-year and transfer student's prior academic experiences, as well as their expectations and beliefs regarding the upcoming academic year. Participants will learn how other institutions use BCSSE for academic advising, retention efforts, faculty and staff development, and other activities. Participants will be encouraged to share their campuses current practices and how BCSSE could facilitate best practices on their campus.
Full version
First-Year Seminars: Evidence of HIP Qualities and Outcomes
Jillian Kinzie and Kevin Wenger
First Year Experience Annual Conference, 2022, February.
First Year Seminars (FYS) are positively associated with persistence and fostering student success. Yet, their content, form and outcomes can vary. This session first highlights research exploring FYS student's exposure to the eight essential dimensions theorized to define High-Impact Practices (HIPs) as a way to prompt enhancements to FYS quality, and then discusses the association between FYS and outcomes such as sense of belonging, intent to return and NSSE Engagement Indicators as evidence of the contribution of FYS. Join us to discuss the implications of this research and to give input on this new item set.
Full version
January
Motivating Teaching Excellence: Identifying Supportive Environments for Diverse Faculty
BrckaLorenz, Allison; Brandon, Josclynn
, 2022, January.
Multitudes of theories, findings from scholarly work, and our everyday experiences show us that inequities and discrimination are built into the systems and structures of higher education. These systemic issues prevent faculty from doing their best work. We will present the groundwork for a conceptual framework that can guide our understanding of how institutions can create faculty teaching environments that motivate teaching excellence and support diverse faculty. Join us for a discussion about how the components of this framework manifest on your campus and leave with ideas on how to assess and improve your institution's teaching environments for diverse faculty.
Full version
AAC&U Annual Meeting
Enhancing Sense of Belonging for Equitable Student Success: New Findings from NSSE
Jillian Kinzie, Alex McCormick, and Bob Gonyea
AAC&U Annual Meeting, 2022, January.
Students' sense of belonging influences persistence, well-being, and success. Yet students from underrepresented racial-ethnic identities and other diverse backgrounds report lower belonging than their peers. To help educators understand sense of belonging for their campus community, and especially for student subpopulations, the National Survey of Student Engagement (NSSE) added sense of belonging measures to the 2020 survey. Results show that while most first-year students feel comfortable being themselves, feel valued, and feel part of the community at their institution, there are notable differences between subpopulations. NSSE created a public Sense of Belonging interactive dashboard to support the investigation of results filtered by institution and student characteristics. This session highlights results, demonstrates the interactive dashboard, and involves participants in a discussion of the engagement behaviors positively associated with sense of belonging and how campuses can positively influence belonging to promote equitable student success.
Full version
2021
December
Southern Association of Colleges & Schools: Commission on Colleges
NSSE Showcase session at SACSCOC Annual Meeting: Making the Most of NSSE for Equity and Student Success
Kinzie, Jillian
Southern Association of Colleges & Schools: Commission on Colleges, 2021, December.
The link between student engagement in educationally effective practice and student success is strong. The National Survey of Student Engagement (NSSE) provides participating institutions information about the conditions that matter for student learning and success, which can then help diagnose and point to action to improve quality and equity in the undergraduate experience. This session frames NSSE as a tool for promoting equity and student success and highlights new findings about sense of belonging, advising and high-impact practices.
Full version
November
Association for the Study of Higher Education
Environments that Motivate Teaching Excellence: The College + University Teaching Environment Framework
BrckaLorenz, Allison; Brandon, Josclynn; Nelson Laird, Tom
Association for the Study of Higher Education, 2021, November.
Inequities and discrimination built into the systems and structures of higher education prevent faculty from doing and receiving recognition for their best work. The framework proposed here guides our understanding of faculty needs, motivations, and supports that are necessary for healthy teaching environments and the wellbeing of diverse faculty.
Full version
Teaching during the Pandemic: A Spectrum of Faculty Perspectives
Fassett, Kyle T.; BrckaLorenz, Allison; Hu, Tien-Ling
Association for the Study of Higher Education, 2021, November.
In this study, we holistically investigated the ways the pandemic altered how faculty navigated their roles. We examined how faculty adapted course reparation and teaching practices while considering faculty teaching needs and personal relationships. Findings from two national surveys show differences in faculty experiences by race, gender, sexual orientation, rank, and discipline. One finding showed White faculty tended to be less flexible regarding changes to their courses while Asian faculty tended to be more flexible in comparison to the average faculty response. We discuss both broad and specific implications for institutions and faculty for comprehending faculty teaching practices as well as understanding faculty holistically.
Full version
POD Network Conference
Success of the Siloed: Strategies for Retaining Black Women Faculty
Brandon, Josclynn; BrckaLorenz, Allison
POD Network Conference, Virtual, 2021, November.
Despite diversity, equity, and inclusion efforts, many Black women faculty still face difficulties - including hostile work environments, a lack of mentorship, and unfair critiques. We conducted a mixed-methods study that touched on these issues from the perspective of the strategies and support structures that allowed these women to persevere despite these difficulties. Our presentation will discuss these findings and provide suggestions to institutional leaders, faculty colleagues, and aspiring Black women faculty for how to create access to these paths of success, and more equitable spaces for these valuable members of the academy.
Full version
October
Assessment Institute
Assessing Sense of Belonging for Student Success: New Findings from NSSE
BrckaLorenz, Allison; Lofton, Colleen; Kinzie, Jillian
Assessment Institute, 2021, October.
Sense of belonging influences student persistence and success. NSSE 2020 findings from 521 bachelorâ??s granting colleges and universities show most first-year students feel comfortable being themselves and feel valued and a part of the community at their institution, yet notable differences were found for traditionally marginalized subpopulations. This session will provide an overview of findings through an interactive discussion and publicly available data visualization. Facilitators will provide examples of how institutions have used their data to assess and impact belongingness. Participants will identify actions their institution can take to influence the sense of belonging on their campus for marginalized student populations.
Full version
NSSE's 3rd Decade: Highlighting New Emphases in Assessment and Student Engagement
BrckaLorenz, Allison; Cole, Jim; Gonyea, Robert; Kinzie, Jillian; McCormick, Alex; Sarraf, Shimon
Assessment Institute, 2021, October.
The National Survey of Student Engagement (NSSE) is excited to enter our 3rd decade of assessment to improve educational quality and student outcomes. This session will highlight NSSE's suite of surveys – the Faculty Survey of Student Engagement (FSSE) and Beginning College Survey of Student Engagement (BCSSE) and new emphases, including survey items on effective teaching and sense of belonging and data visualization tools. We'll also introduce enhancements including Topical Modules to assess inclusiveness and cultural diversity, advising, and quality in online education and HIPs
Full version
University of Wisconsin System Meeting
Recovering Equilibrium for Student Engagement, Learning and Success
Kinzie, Jillian
University of Wisconsin System Meeting, 2021, October.
As we continue to operate in a disrupted undergraduate experience, what should colleges and universities have front of mind to foster equitable student learning and success? Decades of research affirms that learning mindsets, such as sense of belonging, purpose and expectations for success and support, can increase studentsâ?? likelihood of retention and success. In addition, studentsâ?? experiences in collaborative learning, High-Impact Practices (HIPs) and advising can enhance learning. These factors are perhaps more critical than ever as we seek to ensure success for all students. This session draws on recent data from the Beginning College Survey of Student Engagement (BCSSE) regarding students entering college in 2021 and findings from the 2021 administration of the National Survey of Student Engagement (NSSE) to highlight vital student success practices. The importance of disaggregated data to explore quality and differences by student subpopulations will also be discussed.
Full version
June
ACUHO-I Annual Conference & Expo
NSSE/ACUHO-I Housing Study: Reflections on Three Years of Research
Gonyea, Robert; Fosnacht, Kevin; Graham, Polly; Fassett, Kyle T.
ACUHO-I Annual Conference & Expo, 2021, June.
With funding and support from the ACUHO-I Foundation, researchers from the National Survey of Student Engagement studied the influence of college student housing at 76 diverse residential institutions. A culmination of three years of research, this session highlights implications for practice in the areas of persistence, living-learning communities, roommate matching, and housing differences among diverse students. We also will discuss the future of housing research.
Full version
May
Association for Institutional Research
Assessing Student & Faculty Experiences in CV-19: Lessons for Our New Future
Kinzie, Jillian; McCormick, Alex; Sarraf, Shimon; and Blaich, Charlie; Wise, Kathy (Higher Education Data Sharing and Wabash College Center for Inquiry)
Association for Institutional Research, 2021, May.
Assessing Student & Faculty Experiences in CV-19: Lessons for Our New Future, is a research presentation with NSSE staff Jillian Kinzie, Alexander McCormick, Shimon Sarraf, and Higher Education Data Sharing Consortium colleagues, Charlie Blaich and Kathy Wise.
Full version
Data for Decision-Making: Inclusion & Engagement with Cultural Diversity
Kinzie, Jillian; Silberstein, Samantha; Palmer, Dajanae; McKinley, Kristin (Lawrence University); Nicholas, Jason (Northern Michigan University)
Association for Institutional Research, 2021, May.
A panel session with NSSE staff Jillian Kinzie, Dajanae Palmer, and Samantha Silberstein, with Jason Nicholas (Northern Michigan University) and Kristin McKinley (Lawrence University) discussing the use of NSSEâ??s Inclusion & Engagement with Cultural Diversity Topical Module.
Full version
April
American Educational Research Association Annual Meeting
College Students Responding to Sexuality-Based Items: A Differential Test Function Analysis
Fassett, Kyle T.; BrckaLorenz, Allison
American Educational Research Association Annual Meeting, 2021, April.
Surveys are often intended to collect data across a swath of individuals yet sometimes the items favor certain respondents over others. Differential test functioning (DTF) analysis helps us understand if there are underlying latent characteristics that may affect the way a group of individuals responds to items. This study sought to examine if differences existed in the responses to items pertaining to college studentsâ?? feeling safe and supported regarding their sexual orientation. Results indicate that there appears to be differences in an item for queer first year respondents, but no differences when looking at senior students. More research is needed to precisely understand which items are functioning differently.
Full version
Disciplinary Differences in Faculty Emphasis on Deep Approaches to Learning
Hiller, Stephen C.; Nelson Laird, Thomas F.
American Educational Research Association Annual Meeting, 2021, April.
This large-scale study compares how Biglan and Holland conceptualizations of academic disciplines in their ability to explain differences in faculty emphasis on deep approaches to learning in their courses. To examine these differences, several multiple regressions models are conducted 6,500 faculty and instructor responses to the Faculty Survey of Student Engagement (FSSE), using effect coding to better compare disciplinary categories. Analyses examining disciplines using Biglanâ??s three dimensions or Hollandâ??s theory suggest differences within each conceptualization that largely align with previous research. Comparisons between these two conceptualizations, while showing some overlap, indicate that Biglanâ??s dimensions explain slightly more variation, with a slightly greater range of magnitude in some effect sizes. These findings underscore for researchers, faculty, and educational developers the need to examine disciplinary effects on teaching practices while also suggesting for researchers the need to appropriately align disciplinary conceptualizations with their area of study.
Full version
Two Sides of a Coin: Patterns of Student & Faculty Participation in High-Impact Practices
Fassett, Kyle T.; BrckaLorenz, Allison; Nelson Laird, Thomas F.
American Educational Research Association Annual Meeting, 2021, April.
The higher education community continues to perpetuate high-impact practices as means for improving student success. Yet, challenges exist for assuring all students participate equitably in these beneficial educational experiences; one inhibiting factor may be a lack of faculty support. We examined the responses from 12,147 faculty and 28,504 seniors at 83 institutions to better understand the relationship between faculty who emphasize or participate in high-impact practices and students who do participate. Results indicate potential inequities in faculty participation in engaging students in high-impact practices. Faculty values of importance in participation relates to whether they participate reveling implications for future conversations about faculty hiring and development.
Full version
Higher Learning Commission Annual Meeting
Higher Learning Commission Annual Meeting 2021: National Survey of Student Engagement (NSSE) Showcase Presentation
Kinzie, Jillian
Higher Learning Commission Annual Meeting, 2021, April.
In 2020, NSSE celebrated two decades of focused attention on student engagement and quality in undergraduate education. This session will showcase findings about high-impact practices, collaborative learning, and academic advising, and lessons learned from institutions that have made productive use of their results to inform improvements for student persistence and success.
Full version
Making the Most of NSSE for Equity and Student Success
Kinzie, Jillian; Gort, Amy (Metropolitan State University)
Higher Learning Commission Annual Meeting, 2021, April.
The link between student engagement in educationally effective practice and quality learning and student success is strong. Recently, HLC identified student engagement and connection, as a core component in a Heuristic Model of Student Success, and includes surveys like the National Survey of Student Engagement (NSSE) to assess this element. Student engagement represents something institutions can facilitate and results can diagnose and point to action to improve the conditions for student success. This session frames NSSE in HLCs recent student success heuristic and then illustrates how institutions have effectively used student engagement results to influence student success initiatives.
Full version
March
AAC&U Conference on Diversity, Equity, and Student Success
Enhancing career-preparation equity for international students
BrckaLorenz, Allison; Zhu, Yihan; Gopal, Kriti
AAC&U Conference on Diversity, Equity, and Student Success, 2021, March.
In this session, we will explore the unique challenges of international students with respect to support for career-related skill development and experiences with career services on campus. We will present findings from quantitative and qualitative responses of more than 4,500 senior international students over the past five years at hundreds of four-year colleges and universities. Through discussion, participants will learn about international studentsâ?? confidence in using skills and abilities essential to their future careers and how institutions can create new career services supports for this large group of minoritized students.
Full version
February
Annual Conference on the First-Year Experience
Sense of Belonging and the First-Year Experience
Cole, Jim; Kinzie, Jillian
Annual Conference on the First-Year Experience, 2021, February.
With the turmoil and uncertainty of this past year, a students? sense of belonging is now more critical than ever. This presentation will use NSSE and BCSSE-NSSE combined data to highlight the important connections between sense of belonging, student expectations, intention to persist, quality of relationships with advisors, faculty, and other students, academic engagement, as well as other important aspects of the first-year student experience. This session will include opportunities for discussion and reflection, as well as include current institutional examples of data use.
Full version
Overseas Chinese Association for Institutional Research (OCAIR)
Understanding and Improving Survey Data Quality: Key Insights from NSSE
Sarraf, Shimon
Overseas Chinese Association for Institutional Research (OCAIR), 2021, February.
What has NSSE learned over the past ten years related to understanding and improving survey data quality? This presentation covers various topics, including the effect of survey incentives, learning management systems, and campus promotions on survey response, the importance of optimally formatting long surveys for small screen devices, the effectiveness of panel data collection, and how to evaluate response rates.
Full version
January
Association of American College & Universities Annual Meeting
Doing Academic Advising Well: Findings about Advising Practice at Research Universities
Kinzie, Jillian; McCormick, Alex; Silberstein, Samantha; Gonyea, Bob; Dugan, Brendan
Association of American College & Universities Annual Meeting, 2021, January.
High-impact practices (HIPs) represent a core feature of a high-quality undergraduate education and are often hailed as life-changing events. The literature identifies a set of essential elements common across HIPs, yet to date most evidence about HIPs has been limited to student participation in designated HIPs, with scant empirical examination of their implementation. We report on a multi-institution study of studentsâ?? exposure to these el! ements of quality in seven HIPs (first-year seminar, learning communities, service-learning, research with faculty, study abroad, internships and field experiences, and culminating senior experiences) to deepen understanding of HIP quality and to explore racially minoritized student access to high-quality HIPs and discuss strategies to enhance quality standards and equity.
View presentation
Full version
The Influence of Faculty on Marginalized Student Participation in High-Impact Practices
Fassett, Kyle T.; BrckaLorenz, Allison; Nelson Laird, Thomas F.
Association of American College & Universities Annual Meeting, 2021, January.
As creators and facilitators of high-impact practices, understanding how faculty promote or inhibit student participation is integral in continuing to equitably promote their benefits. Data from the National Survey of Student Engagement (NSSE) paired with data from the Faculty Survey of Student Engagement (FSSE) show differences in faculty participation in high-impact practices, the importance faculty place on student participation, and how these factors impact student participation. We will share findings from 83 diverse institutions to start a conversation about the faculty labor associated with high-impact practices and ways to increase equity in student participation of high-impact practices.
Full version
Examining Black STEM Students' Experiences with Collaborative Learning
Priddie, Christen
American Educational Research Association Annual Meeting, San Diego, CA, 2022, April.
Educators continue to examine how to increase Black student representation in Science, Technology, Engineering, and Mathematics (STEM) fields in higher education. There is an increased call to implement collaborative learning in STEM classrooms, but current implementations do not articulate how collaborative learning can be culturally relevant for Black students. Using a critical approach, the purpose of the current study was to establish knowledge of Black STEM studentsâ?? collaborative learning experiences. Results showed that Black STEM students valued the maintenance of their contributions in collaborative learning while placing little value in being recognized for their collaborative contributions. The current study highlighted how STEM educators should center Black STEM studentsâ?? values and experiences while transforming an active learning practices already being implemented.
Full version
Gathering Evidence for an Assessment of Environments That Motivate Teaching Excellence
BrckaLorenz, Allison; Brandon, Josclynn; Hu, Tien-Ling; Priddie, Christen; Nelson-Laird, Thomas F.
American Educational Research Association Annual Meeting, San Diego, CA, 2022, April.
Inequities and discrimination within the systems and structures of higher education prevent faculty from doing and receiving recognition for their best work as educators. The purpose of this study is to present the validation testing and overview of results from a new project designed to help institutions understand the teaching environments in their local context and for researchers to understand teaching environments in higher education. The assessment instrument examined here guides our understanding of faculty needs, motivations, and supports that are necessary for healthy teaching environments and the wellbeing of diverse faculty. Findings from this study add to our knowledge of faculty teaching cultures as well as provide an example of how to collect validity evidence for climate assessment instruments
Full version
Getting Beyond the High-Impact Practice (HIPs) Checklist: Assessing and Designing for Quality and Equity
Jillian Kinzie and Beth Manke
WASC Accreditation Resource Conference, 2022, April.
HIPs, such as undergraduate research, service-learning, and internships, represent experiences associated with student learning and success. Yet, implementation matters more than the label. This session shares findings about HIP participation and quality, including considerations for student subgroups, and discusses institutional efforts, featuring CSU Long Beach, to assess and design more effective and equitable experiences.
Full version
Using Sense of Belonging Data to Foster Equitable Student Success: New Findings from NSSE
Colleen Lofton, Jillian Kinzie and Allison BrckaLorenz
NASPA 2022, 2022, March.
Sense of belonging influences student persistence and success. NSSE 2020 findings from 521 bachelor's granting colleges and universities show most first-year students feel a sense of belonging, yet notable differences were found for traditionally marginalized subpopulations. In this session, we will provide an overview of findings through an interactive discussion, publicly available data visualization, and examples of how institutions have used their data to assess and impact belongingness. Prepare to identify actions you can take to influence sense of belonging on your campus for marginalized student populations.
Full version
Entering Students and the Pandemic: Campus Responses and Continued Action
Jim Cole and Jillian Kinzie
First Year Experience Annual Conference, 2022, February.
By February 2022, new students who experienced a pandemic disrupted high school will be well into their first college year. How did colleges & universities adapt and how are they continuing to respond to entering student circumstances? This facilitated dialogue session is framed by data about entering students, and then encourages FYE practitioners to share ideas and learn from one another's experiences related to 2021 entering student expectations and needs and institutional practices to support their success. Join us to exchange ideas and contribute to the evolving body of information about pandemic-responsive practices.
Full version
Expectations for engagement? What 1st year students and transfers say
James Cole and Jillian Kinzie
First Year Experience Annual Conference, 2022, February.
Understanding entering student expectations is critical to assure that staff can align appropriate institutional resources for each student. This session will include how the Beginning College Survey of Student Engagement (BCSSE) provides comprehensive information about your entering first-year and transfer student's prior academic experiences, as well as their expectations and beliefs regarding the upcoming academic year. Participants will learn how other institutions use BCSSE for academic advising, retention efforts, faculty and staff development, and other activities. Participants will be encouraged to share their campuses current practices and how BCSSE could facilitate best practices on their campus.
Full version
First-Year Seminars: Evidence of HIP Qualities and Outcomes
Jillian Kinzie and Kevin Wenger
First Year Experience Annual Conference, 2022, February.
First Year Seminars (FYS) are positively associated with persistence and fostering student success. Yet, their content, form and outcomes can vary. This session first highlights research exploring FYS student's exposure to the eight essential dimensions theorized to define High-Impact Practices (HIPs) as a way to prompt enhancements to FYS quality, and then discusses the association between FYS and outcomes such as sense of belonging, intent to return and NSSE Engagement Indicators as evidence of the contribution of FYS. Join us to discuss the implications of this research and to give input on this new item set.
Full version
Motivating Teaching Excellence: Identifying Supportive Environments for Diverse Faculty
BrckaLorenz, Allison; Brandon, Josclynn
, 2022, January.
Multitudes of theories, findings from scholarly work, and our everyday experiences show us that inequities and discrimination are built into the systems and structures of higher education. These systemic issues prevent faculty from doing their best work. We will present the groundwork for a conceptual framework that can guide our understanding of how institutions can create faculty teaching environments that motivate teaching excellence and support diverse faculty. Join us for a discussion about how the components of this framework manifest on your campus and leave with ideas on how to assess and improve your institution's teaching environments for diverse faculty.
Full version
Enhancing Sense of Belonging for Equitable Student Success: New Findings from NSSE
Jillian Kinzie, Alex McCormick, and Bob Gonyea
AAC&U Annual Meeting, 2022, January.
Students' sense of belonging influences persistence, well-being, and success. Yet students from underrepresented racial-ethnic identities and other diverse backgrounds report lower belonging than their peers. To help educators understand sense of belonging for their campus community, and especially for student subpopulations, the National Survey of Student Engagement (NSSE) added sense of belonging measures to the 2020 survey. Results show that while most first-year students feel comfortable being themselves, feel valued, and feel part of the community at their institution, there are notable differences between subpopulations. NSSE created a public Sense of Belonging interactive dashboard to support the investigation of results filtered by institution and student characteristics. This session highlights results, demonstrates the interactive dashboard, and involves participants in a discussion of the engagement behaviors positively associated with sense of belonging and how campuses can positively influence belonging to promote equitable student success.
Full version
NSSE Showcase session at SACSCOC Annual Meeting: Making the Most of NSSE for Equity and Student Success
Kinzie, Jillian
Southern Association of Colleges & Schools: Commission on Colleges, 2021, December.
The link between student engagement in educationally effective practice and student success is strong. The National Survey of Student Engagement (NSSE) provides participating institutions information about the conditions that matter for student learning and success, which can then help diagnose and point to action to improve quality and equity in the undergraduate experience. This session frames NSSE as a tool for promoting equity and student success and highlights new findings about sense of belonging, advising and high-impact practices.
Full version
Environments that Motivate Teaching Excellence: The College + University Teaching Environment Framework
BrckaLorenz, Allison; Brandon, Josclynn; Nelson Laird, Tom
Association for the Study of Higher Education, 2021, November.
Inequities and discrimination built into the systems and structures of higher education prevent faculty from doing and receiving recognition for their best work. The framework proposed here guides our understanding of faculty needs, motivations, and supports that are necessary for healthy teaching environments and the wellbeing of diverse faculty.
Full version
Teaching during the Pandemic: A Spectrum of Faculty Perspectives
Fassett, Kyle T.; BrckaLorenz, Allison; Hu, Tien-Ling
Association for the Study of Higher Education, 2021, November.
In this study, we holistically investigated the ways the pandemic altered how faculty navigated their roles. We examined how faculty adapted course reparation and teaching practices while considering faculty teaching needs and personal relationships. Findings from two national surveys show differences in faculty experiences by race, gender, sexual orientation, rank, and discipline. One finding showed White faculty tended to be less flexible regarding changes to their courses while Asian faculty tended to be more flexible in comparison to the average faculty response. We discuss both broad and specific implications for institutions and faculty for comprehending faculty teaching practices as well as understanding faculty holistically.
Full version
Success of the Siloed: Strategies for Retaining Black Women Faculty
Brandon, Josclynn; BrckaLorenz, Allison
POD Network Conference, Virtual, 2021, November.
Despite diversity, equity, and inclusion efforts, many Black women faculty still face difficulties - including hostile work environments, a lack of mentorship, and unfair critiques. We conducted a mixed-methods study that touched on these issues from the perspective of the strategies and support structures that allowed these women to persevere despite these difficulties. Our presentation will discuss these findings and provide suggestions to institutional leaders, faculty colleagues, and aspiring Black women faculty for how to create access to these paths of success, and more equitable spaces for these valuable members of the academy.
Full version
Assessing Sense of Belonging for Student Success: New Findings from NSSE
BrckaLorenz, Allison; Lofton, Colleen; Kinzie, Jillian
Assessment Institute, 2021, October.
Sense of belonging influences student persistence and success. NSSE 2020 findings from 521 bachelorâ??s granting colleges and universities show most first-year students feel comfortable being themselves and feel valued and a part of the community at their institution, yet notable differences were found for traditionally marginalized subpopulations. This session will provide an overview of findings through an interactive discussion and publicly available data visualization. Facilitators will provide examples of how institutions have used their data to assess and impact belongingness. Participants will identify actions their institution can take to influence the sense of belonging on their campus for marginalized student populations.
Full version
NSSE's 3rd Decade: Highlighting New Emphases in Assessment and Student Engagement
BrckaLorenz, Allison; Cole, Jim; Gonyea, Robert; Kinzie, Jillian; McCormick, Alex; Sarraf, Shimon
Assessment Institute, 2021, October.
The National Survey of Student Engagement (NSSE) is excited to enter our 3rd decade of assessment to improve educational quality and student outcomes. This session will highlight NSSE's suite of surveys – the Faculty Survey of Student Engagement (FSSE) and Beginning College Survey of Student Engagement (BCSSE) and new emphases, including survey items on effective teaching and sense of belonging and data visualization tools. We'll also introduce enhancements including Topical Modules to assess inclusiveness and cultural diversity, advising, and quality in online education and HIPs
Full version
Recovering Equilibrium for Student Engagement, Learning and Success
Kinzie, Jillian
University of Wisconsin System Meeting, 2021, October.
As we continue to operate in a disrupted undergraduate experience, what should colleges and universities have front of mind to foster equitable student learning and success? Decades of research affirms that learning mindsets, such as sense of belonging, purpose and expectations for success and support, can increase studentsâ?? likelihood of retention and success. In addition, studentsâ?? experiences in collaborative learning, High-Impact Practices (HIPs) and advising can enhance learning. These factors are perhaps more critical than ever as we seek to ensure success for all students. This session draws on recent data from the Beginning College Survey of Student Engagement (BCSSE) regarding students entering college in 2021 and findings from the 2021 administration of the National Survey of Student Engagement (NSSE) to highlight vital student success practices. The importance of disaggregated data to explore quality and differences by student subpopulations will also be discussed.
Full version
NSSE/ACUHO-I Housing Study: Reflections on Three Years of Research
Gonyea, Robert; Fosnacht, Kevin; Graham, Polly; Fassett, Kyle T.
ACUHO-I Annual Conference & Expo, 2021, June.
With funding and support from the ACUHO-I Foundation, researchers from the National Survey of Student Engagement studied the influence of college student housing at 76 diverse residential institutions. A culmination of three years of research, this session highlights implications for practice in the areas of persistence, living-learning communities, roommate matching, and housing differences among diverse students. We also will discuss the future of housing research.
Full version
Assessing Student & Faculty Experiences in CV-19: Lessons for Our New Future
Kinzie, Jillian; McCormick, Alex; Sarraf, Shimon; and Blaich, Charlie; Wise, Kathy (Higher Education Data Sharing and Wabash College Center for Inquiry)
Association for Institutional Research, 2021, May.
Assessing Student & Faculty Experiences in CV-19: Lessons for Our New Future, is a research presentation with NSSE staff Jillian Kinzie, Alexander McCormick, Shimon Sarraf, and Higher Education Data Sharing Consortium colleagues, Charlie Blaich and Kathy Wise.
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Data for Decision-Making: Inclusion & Engagement with Cultural Diversity
Kinzie, Jillian; Silberstein, Samantha; Palmer, Dajanae; McKinley, Kristin (Lawrence University); Nicholas, Jason (Northern Michigan University)
Association for Institutional Research, 2021, May.
A panel session with NSSE staff Jillian Kinzie, Dajanae Palmer, and Samantha Silberstein, with Jason Nicholas (Northern Michigan University) and Kristin McKinley (Lawrence University) discussing the use of NSSEâ??s Inclusion & Engagement with Cultural Diversity Topical Module.
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College Students Responding to Sexuality-Based Items: A Differential Test Function Analysis
Fassett, Kyle T.; BrckaLorenz, Allison
American Educational Research Association Annual Meeting, 2021, April.
Surveys are often intended to collect data across a swath of individuals yet sometimes the items favor certain respondents over others. Differential test functioning (DTF) analysis helps us understand if there are underlying latent characteristics that may affect the way a group of individuals responds to items. This study sought to examine if differences existed in the responses to items pertaining to college studentsâ?? feeling safe and supported regarding their sexual orientation. Results indicate that there appears to be differences in an item for queer first year respondents, but no differences when looking at senior students. More research is needed to precisely understand which items are functioning differently.
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Disciplinary Differences in Faculty Emphasis on Deep Approaches to Learning
Hiller, Stephen C.; Nelson Laird, Thomas F.
American Educational Research Association Annual Meeting, 2021, April.
This large-scale study compares how Biglan and Holland conceptualizations of academic disciplines in their ability to explain differences in faculty emphasis on deep approaches to learning in their courses. To examine these differences, several multiple regressions models are conducted 6,500 faculty and instructor responses to the Faculty Survey of Student Engagement (FSSE), using effect coding to better compare disciplinary categories. Analyses examining disciplines using Biglanâ??s three dimensions or Hollandâ??s theory suggest differences within each conceptualization that largely align with previous research. Comparisons between these two conceptualizations, while showing some overlap, indicate that Biglanâ??s dimensions explain slightly more variation, with a slightly greater range of magnitude in some effect sizes. These findings underscore for researchers, faculty, and educational developers the need to examine disciplinary effects on teaching practices while also suggesting for researchers the need to appropriately align disciplinary conceptualizations with their area of study.
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Two Sides of a Coin: Patterns of Student & Faculty Participation in High-Impact Practices
Fassett, Kyle T.; BrckaLorenz, Allison; Nelson Laird, Thomas F.
American Educational Research Association Annual Meeting, 2021, April.
The higher education community continues to perpetuate high-impact practices as means for improving student success. Yet, challenges exist for assuring all students participate equitably in these beneficial educational experiences; one inhibiting factor may be a lack of faculty support. We examined the responses from 12,147 faculty and 28,504 seniors at 83 institutions to better understand the relationship between faculty who emphasize or participate in high-impact practices and students who do participate. Results indicate potential inequities in faculty participation in engaging students in high-impact practices. Faculty values of importance in participation relates to whether they participate reveling implications for future conversations about faculty hiring and development.
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Higher Learning Commission Annual Meeting 2021: National Survey of Student Engagement (NSSE) Showcase Presentation
Kinzie, Jillian
Higher Learning Commission Annual Meeting, 2021, April.
In 2020, NSSE celebrated two decades of focused attention on student engagement and quality in undergraduate education. This session will showcase findings about high-impact practices, collaborative learning, and academic advising, and lessons learned from institutions that have made productive use of their results to inform improvements for student persistence and success.
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Making the Most of NSSE for Equity and Student Success
Kinzie, Jillian; Gort, Amy (Metropolitan State University)
Higher Learning Commission Annual Meeting, 2021, April.
The link between student engagement in educationally effective practice and quality learning and student success is strong. Recently, HLC identified student engagement and connection, as a core component in a Heuristic Model of Student Success, and includes surveys like the National Survey of Student Engagement (NSSE) to assess this element. Student engagement represents something institutions can facilitate and results can diagnose and point to action to improve the conditions for student success. This session frames NSSE in HLCs recent student success heuristic and then illustrates how institutions have effectively used student engagement results to influence student success initiatives.
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Enhancing career-preparation equity for international students
BrckaLorenz, Allison; Zhu, Yihan; Gopal, Kriti
AAC&U Conference on Diversity, Equity, and Student Success, 2021, March.
In this session, we will explore the unique challenges of international students with respect to support for career-related skill development and experiences with career services on campus. We will present findings from quantitative and qualitative responses of more than 4,500 senior international students over the past five years at hundreds of four-year colleges and universities. Through discussion, participants will learn about international studentsâ?? confidence in using skills and abilities essential to their future careers and how institutions can create new career services supports for this large group of minoritized students.
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Sense of Belonging and the First-Year Experience
Cole, Jim; Kinzie, Jillian
Annual Conference on the First-Year Experience, 2021, February.
With the turmoil and uncertainty of this past year, a students? sense of belonging is now more critical than ever. This presentation will use NSSE and BCSSE-NSSE combined data to highlight the important connections between sense of belonging, student expectations, intention to persist, quality of relationships with advisors, faculty, and other students, academic engagement, as well as other important aspects of the first-year student experience. This session will include opportunities for discussion and reflection, as well as include current institutional examples of data use.
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Understanding and Improving Survey Data Quality: Key Insights from NSSE
Sarraf, Shimon
Overseas Chinese Association for Institutional Research (OCAIR), 2021, February.
What has NSSE learned over the past ten years related to understanding and improving survey data quality? This presentation covers various topics, including the effect of survey incentives, learning management systems, and campus promotions on survey response, the importance of optimally formatting long surveys for small screen devices, the effectiveness of panel data collection, and how to evaluate response rates.
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Doing Academic Advising Well: Findings about Advising Practice at Research Universities
Kinzie, Jillian; McCormick, Alex; Silberstein, Samantha; Gonyea, Bob; Dugan, Brendan
Association of American College & Universities Annual Meeting, 2021, January.
High-impact practices (HIPs) represent a core feature of a high-quality undergraduate education and are often hailed as life-changing events. The literature identifies a set of essential elements common across HIPs, yet to date most evidence about HIPs has been limited to student participation in designated HIPs, with scant empirical examination of their implementation. We report on a multi-institution study of studentsâ?? exposure to these el! ements of quality in seven HIPs (first-year seminar, learning communities, service-learning, research with faculty, study abroad, internships and field experiences, and culminating senior experiences) to deepen understanding of HIP quality and to explore racially minoritized student access to high-quality HIPs and discuss strategies to enhance quality standards and equity.
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The Influence of Faculty on Marginalized Student Participation in High-Impact Practices
Fassett, Kyle T.; BrckaLorenz, Allison; Nelson Laird, Thomas F.
Association of American College & Universities Annual Meeting, 2021, January.
As creators and facilitators of high-impact practices, understanding how faculty promote or inhibit student participation is integral in continuing to equitably promote their benefits. Data from the National Survey of Student Engagement (NSSE) paired with data from the Faculty Survey of Student Engagement (FSSE) show differences in faculty participation in high-impact practices, the importance faculty place on student participation, and how these factors impact student participation. We will share findings from 83 diverse institutions to start a conversation about the faculty labor associated with high-impact practices and ways to increase equity in student participation of high-impact practices.
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